جست‌وجوی استاد و پژوهشگر

• Sustainable Tourism
• Event Tourism
• Health Services and Tourism
• +۶ مورد دیگر

Dr. Joanne Connell is Associate Professor in Sustainability and Tourism at the University of Exeter Business School, where she serves as Director of Postgraduate Research and Programme Manager for the Master's degree in International Tourism Management. With a career spanning over a decade since joining in 2011, she operates at the intersection of sustainability, inclusivity, and health in tourism contexts. Key roles: Director of Postgraduate Research, Programme Manager for MA International Tourism Management Collaboration networks: Alzheimer’s Society, Historic Royal Palaces, National Trust Research themes: Age-friendly tourism, Cognitive impairment accommodations, Sustainable tourism Major publications: Co-editor of Tourism: A Modern Synthesis (5th ed) and The Routledge Handbook of Events Research Focus Her interdisciplinary research bridges tourism, health, and business engagement. Notable projects include the £1.9m UKRI-funded ENLIVEN project (2022-2024) examining nature-based therapies for elderly with cognitive impairments, and development of dementia-inclusive guides for tourism businesses and heritage sites. She has contributed extensively to understanding: Sustainable tourism frameworks Ageing visitor economy challenges Accessibility in heritage and natural sites Business strategies for older demographics Leisure geography in modern societies Interdisciplinary event studies Publication Legacy As co-editor of the seminal Routledge Handbook of Events (2nd ed, 2024) and author/editor of 10+ books, her work spans: Event studies methodology Tourism-health intersections Leisure sociology Urban event planning Knowledge transfer in tourism Policy development for inclusive tourism

• Curriculum and Instruction
• Educational Sciences

Prof. Dr. Mehmet TAŞDEMİR is a faculty member at Kirsehir Ahi Evran University's Faculty of Education, Department of Educational Sciences, specializing in Curriculum and Instruction. He has been a Full-Time Professor since 2016, following roles as Associate Professor (2011-2016) and Doctor Lecturer (2006-2011). His academic career spans over three decades, including administrative roles such as Department Head and Scientific Projects Coordinator. Education: PhD in Primary Education Curriculum and Instruction from Hacettepe University (1995); Master's in Educational Sciences from Gazi University (1988); Bachelor's in Educational Sciences from Gazi University (1985); Associate Degree in Classroom Teaching from Gazi University (1983). Research Interests: His work focuses on curriculum development, instructional design, educational assessment, and values education. He has extensively studied foreign language teaching, mathematics education, and inclusive practices in primary and secondary schools. Recent Publications: His 2025-2024 articles analyze community-centered curricula, problem-based learning models, and mind games in education. Trends include foreign language motivation, mathematics teaching methods, and values integration in school programs. Scientific Awards: TÜBİTAK Yayın Teşvik Awards (2010-2012) Advising: Mentored 23 theses (Master's and Doctoral) and collaborated with researchers like Figen Taşdemir and Cem Şahin on topics spanning educational psychology, curriculum theory, and instructional practices.

Hameed Chughtaiمشاهده پروفایل

دانشیار

• Information Systems
• Decolonial Theory
• Critical Technology Studies
• +۵ مورد دیگر

Dr. Hameed Chughtai is an Associate Professor at Lancaster University Management School, where he conducts critical research on decolonial approaches to information systems and the engagement of marginalized populations with technology. His work spans multiple research centers including the Academy for Gender and Social Justice, the Pentland Centre for Sustainability in Business, and the Centre for Technological Futures. Dr. Chughtai's research focuses on critical and decolonial approaches to technology, with particular interest in how marginalized populations such as Indigenous Peoples interact with information technologies. His methodological approach emphasizes fieldwork and ethnographic methods to examine ethical aspects of technology, body, marginalization, decolonization, and Indigenous scholarship. His work challenges conventional information systems research paradigms by centering local contexts and marginalized perspectives. His recent publications reveal a strong trend toward decolonizing information systems research, with increasing focus on ethical considerations in technology, particularly regarding generative AI applications and the experiences of marginalized communities. His work bridges theoretical frameworks from postcolonial studies, critical theory, and information systems to create more inclusive and contextually relevant research approaches. Associate Editor at the Information Systems Journal Senior Editor at The Electronic Journal of Information Systems in Developing Countries Chair of IFIP Working Group 9.5 Guest Senior Editor for special issues on Decoloniality in IS Research (2022-2024) Guest Senior Editor for special issues on Addressing Refugees and Migration Issues (2024-2026) As a dedicated supervisor, Dr. Chughtai mentors postgraduate research students in critical and interpretive research related to digital technologies, focusing on ethical technology, marginalization, and decolonial approaches to information systems.

Poldi Kuhlمشاهده پروفایل

استاد

• Educational Psychology
• Developmental Psychology
• Digital Learning Platforms
• +۴ مورد دیگر

Prof. Dr. Poldi Kuhl is a Professor of Educational Psychology at Leuphana University , Lüneburg, since 2021. Affiliated with the Institute of Psychology in Education (IPE) and the Center for Empirical Research on Language and Education (ERLE) , Kuhl specializes in educational psychology, developmental psychology, and inclusive education. Their research focuses on data-driven decision-making, digital learning platforms, academic language demands, and teacher professional development. Education: Diploma in Psychology (2003) and PhD in Philosophy (2008) from Freie Universität Berlin. Kuhl’s recent work examines how academic language features affect learning outcomes, digital data utilization in primary education, and mental health literacy among teachers. Their publications span topics from virtual reality training tools to inclusive teaching strategies in mathematics. Kuhl’s career includes leadership roles at the Research Data Center (FDZ) at the Institute for Quality Improvement in Education (IQB) and a Junior Professorship at Leuphana University. They have collaborated with institutions like the Universitat Oberta de Catalunya and the Max Planck Institute for Human Development .

• Indigenous Education
• Settler Colonialism
• Educational Policy
• +۴ مورد دیگر

Cynthia Benally is an Assistant Professor in the Department of Educational Leadership and Policies at the University of Utah's College of Education. Her work focuses on Indigenous education, settler colonialism, and educational policy reform. University: University of Utah School: College of Education Department: Educational Leadership and Policies Academic Rank: Assistant Professor Email: u6014666@utah.edu Benally's research examines how settler colonial myths perpetuate systemic inequities in Native education. She explores sovereignty assertions by Indigenous communities, decolonizing curricula, and the impact of landmark cases like Lau on Native language rights. Her scholarship integrates metaphors of frontier forts to analyze colonial logic and advocates for relational methodologies in Indigenous research. Recent publications include critiques of the "two-worlds" narrative in education, analyses of language policy overlaps, and frameworks for anti-colonial futures. Her work emphasizes storywork as data analysis and challenges erasure in predominantly white institutions. Scientific Awards Native Excellence in Higher Education (2024) Beacon of Excellence (2022) College of Education Early Career Service Award (2022) Benally teaches courses on sovereignty, comparative education, and ethnographic research. She engages with Utah's eight tribal nations and participates in professional organizations like AERA. Her contributions reflect a commitment to Indigenous epistemologies and educational justice.

Catherine D’Ignazioمشاهده پروفایل

دانشیار

• Feminist Technology
• Data Literacy
• Civic Engagement
• +۸ مورد دیگر

Catherine D’Ignazio is an Associate Professor at the Department of Urban Studies and Planning , School of Architecture and Planning , Massachusetts Institute of Technology (MIT) . She serves as the director of the Data + Feminism Lab , which focuses on feminist technology, data literacy, and social justice. Her work spans AI bias , gender-based violence , and equitable urban planning , with a strong emphasis on intersectional approaches to data science. Education : She holds an MS from the MIT Media Lab , an MFA from the Maine College of Art , and a BA in International Relations from Tufts University (Summa Cum Laude, Phi Beta Kappa). D’Ignazio’s research explores the intersection of technology , design , and social justice , particularly through grassroots data activism and feminist AI. Her 2024 book , Counting Feminicide: Data Feminism in Action , analyzes how communities collect and use data to challenge gender-related violence. Earlier, her 2020 book Data Feminism (co-authored with Lauren Klein) outlines ethical data science practices. Scientific Awards include recognition from the Tanne Foundation , Turbulence.org , and the Knight Foundation . Her art projects have been exhibited at venues like the Venice Biennial and the ICA Boston . She teaches courses such as Interactive Data Visualization & Society and Urban Science for Public Good , emphasizing participatory design and critical data literacy . Her lab collaborates with global networks like the Design Justice Network and Data Against Feminicide .

Carlos R. Abrilمشاهده پروفایل

استاد

• Music Education
• Culturally Responsive Teaching
• Music Education Policy
• +۴ مورد دیگر

Carlos R. Abril is a Professor and Associate Dean for Research at the University of Miami's Frost School of Music, specifically within the Music Education Department. With a distinguished career in music education research and leadership, Abril has made significant contributions to understanding music education practices, policy, and equity issues. His research focuses on several key areas in music education: Music education policy and advocacy Demographics and equity in music education Culturally responsive teaching practices High school music enrollment patterns Feminist perspectives in music education General music education approaches Abril's research portfolio demonstrates a strong commitment to understanding who participates in music education and how to make music education more inclusive and effective. His work often employs rigorous quantitative and qualitative methodologies to examine national patterns while also addressing specific classroom practices. Recent research has focused on the voices of marginalized music educators, persistence in high school music programs, and holistic approaches to music education that emphasize human connections. Among his notable achievements is receiving the Senior Researcher Award, recognizing his significant contributions to the field of music education research. Professor Abril has been actively involved in shaping policy in music education, examining how teachers can become collaborative change agents in educational policy development and implementation. His work connects research to practical applications for music educators working in diverse educational settings.

Dusan Janakمشاهده پروفایل

دانشیار

• Classical Sociology
• Sociological Theory
• Social Philosophy
• +۷ مورد دیگر

Dusan Janak is an Associate Professor at the Department of Sociology, Faculty of Arts, Comenius University in Bratislava , and also holds a position at the Faculty of Regional Development and International Relations, Mendel University in Brno . His career spans institutions in Slovakia, the Czech Republic, and Hungary, with a focus on classical sociology, social theory, and environmental sociology. Education : PhD in Sociology from Masaryk University (2008), MA (2004), and BA (2002). Research Grants : Led projects on culinary heritage (2018-2022), social exclusion (2013-2017), and animal sociology (2024-2026). Research Interests include the institutionalization of sociology in Central Europe, qualitative methods, and the intersection of nature and culture. His recent work explores interspecies relations and environmental sociology. Publications highlight historical sociology, methodological debates, and Central European identity. He has authored monographs like Klasická sociologie ve střední Evropě and co-edited studies on Roma communities and social exclusion. Teaching covers history of classical sociology, environmental sociology, and qualitative research methods at bachelor’s, master’s, and doctoral levels. He supervises 9 bachelor’s, 5 master’s, and 2 PhD students.

Mélanie Roustanمشاهده پروفایل

استادیار

• Anthropology
• Material Culture Studies
• Museum Anthropology
• +۵ مورد دیگر

Mélanie Roustan is an anthropologist and Assistant Professor at the National Museum of Natural History in Paris, France. She teaches visitor studies in the Museum's Master in Museology program and conducts research in the PALOC laboratory (UMR Paloc), which focuses on heritage and territories. Her academic work bridges material culture studies with contemporary museum anthropology, examining how museums function as social spaces for working, visiting, and thinking about heritage, memory, and cosmology. Dr. Roustan's research interests include: Material Culture Studies Museum Anthropology Visitor Studies Anthropology of Smoking Heritage Studies Indigenous Paradigms in French Museums Zoological Gardens as Heritage Sites Her scholarly approach combines ethnographic fieldwork with theoretical analysis of museum practices and heritage politics. She has published extensively on museum anthropology, with notable works including 'Sous l'emprise des objets? Culture matérielle et autonomie' (2007), 'Voyage au Musée du quai Branly' (2012, with Octave Debary), and 'El museo y sus públicos. El visitante tiene la palabra' (2013, with Jacqueline Eidelman and Bernadette Goldstein). Dr. Roustan's recent publications (2019-2023) demonstrate a significant evolution in her research toward contemporary issues in museum anthropology, particularly focusing on digital transformations in museum practices, indigenous perspectives in French museums, and the heritagization of living animals in zoological gardens. Her work on French ambivalence toward indigenous concepts and the administration of digital collections in zoological parks represents cutting-edge research at the intersection of anthropology, heritage studies, and digital humanities. Her contributions to academic discourse include: Critical analysis of French museums' engagement with indigenous peoples Innovative research on living collections and biodiversity heritage Exploration of digital transformations in museum practices Examination of material culture in everyday life and museum contexts Comparative studies of heritage practices across national contexts Dr. Roustan actively participates in international academic conferences, including presenting on Maori exhibitions in Paris and Québec City, reflecting her commitment to cross-cultural dialogue and understanding in museum contexts. Her work consistently demonstrates methodological rigor and theoretical sophistication, making significant contributions to multiple fields within anthropology and museum studies.

Will Beischelمشاهده پروفایل

استادیار

• Gender and Sexuality Studies
• LGBTQ+ Psychology
• Queer Theory
• +۴ مورد دیگر

Will Beischel is an Assistant Professor in the Department of Psychology at Loyola University Chicago, specializing in Social Psychology. His interdisciplinary research bridges psychological science with queer and trans studies to develop inclusive frameworks for understanding gender and sexuality across diverse populations. Education: Postdoctoral Fellowship: Université de Sherbrooke Doctorate: University of Michigan Bachelors: Loyola University Chicago Dr. Beischel's research program focuses on three interconnected domains: (1) Positive experiences of gender and sexuality including gender euphoria and pleasure across identity spectra; (2) Methodological innovations like the Gender/Sex 3x3 framework for measuring beyond binaries; and (3) Developmental processes in gender identity formation, particularly during adolescence. His work employs mixed methods including surveys, interviews, and community-based approaches while centering intersectional perspectives on race, ethnicity, and social identity. He teaches PSYC 238: Sex and Gender: Similarities and Differences and actively seeks collaborators for social justice-oriented psychological research. Analysis of his 2022-2025 publications reveals a strong trajectory toward expanding psychological theory through non-binary gender frameworks, examining positive affect in gender experiences, and addressing health disparities among gender/sexual minorities. His work increasingly integrates biological markers with social identity constructs while developing practical tools for clinical and community settings. Scientific Awards: No awards were documented in the provided materials. Dr. Beischel is not recruiting Ph.D. students for Fall 2025. While specific grant details weren't provided, his research program demonstrates substantial external funding through national collaborations and community partnerships focused on LGBTQ+ health and methodology development. His work involves community-engaged research teams and interdisciplinary collaborations across psychology, gender studies, and public health. Current projects emphasize translating theoretical frameworks into practical tools for educators, clinicians, and policymakers while fostering spaces for gender and sexual diversity in academic settings.

Guadalupe Lopez Hernandezمشاهده پروفایل

استادیار

• Developmental Psychology
• Latinx immigrant-origin adolescents
• Social belonging
• +۴ مورد دیگر

Guadalupe Lopez Hernandez is an Assistant Professor of Developmental Psychology in the Department of Psychology at Loyola University Chicago, where she leads the Juntos Lab and teaches courses such as PSYC 273 Developmental Psychology. Education: Ph.D. in Psychology – University of California, Los Angeles M.A. in Psychology – University of California, Los Angeles B.A. – Northern Illinois University Research Interests: Dr. Lopez Hernandez’s scholarship centers on the social belonging and social-emotional development of Latinx immigrant-origin adolescents in families, schools, and communities. Employing qualitative and mixed-methods designs, she investigates how xenophobia, oppressive immigration policies, and anti-immigrant rhetoric shape adolescents’ experiences of inclusion or exclusion, especially in suburban contexts experiencing rapid demographic change. Her core questions include how undocumented household status affects adolescent development, how immigration enforcement and toxic discourse influence belonging, and which factors foster resilience amid racial injustice and xenophobia. Publications Trend: Across her recent publications, a clear thematic arc emerges: nuanced qualitative and mixed-methods explorations of immigrant-origin youths’ psychological experiences under threat, with emphases on social exclusion, anxiety, resilience, and civic engagement. Her work spans developmental psychology, urban education, cultural diversity, and mental-health psychiatry, consistently foregrounding Latinx voices in suburban and higher-education settings. Scientific Awards: No awards explicitly listed in the provided text. Labs & Teams: She directs the Juntos Lab , a research group dedicated to understanding and promoting the social belonging of Latinx immigrant-origin adolescents through community-engaged scholarship.

Amber Rayمشاهده پروفایل

دانشیار

• Special Education
• Literacy Instruction
• Writing Interventions
• +۳ مورد دیگر

Amber B. Ray, Ph.D. , is an Associate Professor of Special Education at the University of Illinois Urbana-Champaign , where she develops strategy and self-regulation approaches to literacy instruction for students with disabilities and diverse learning needs. Her work emphasizes professional development for educators in writing and reading instruction. Education : Ph.D. in Learning, Literacies, and Technologies with specialization in Special Education from Arizona State University Research Focus : Dr. Ray’s work centers on Self-Regulated Strategy Development (SRSD) for improving writing outcomes across educational levels (elementary to adult learners). She investigates technology integration, professional development models like Practice-Based Professional Development (PBPD) , and equity in teacher preparation programs, particularly for racially/ethnically diverse candidates. Publication Trends : Recent studies (2023-2025) highlight SRSD applications for argumentative/informative writing in K-12 settings, PBPD for teacher training, and addressing systemic barriers like Praxis Core: Writing exam requirements through evidence-based instruction. Instructional Leadership : Dr. Ray teaches advanced courses SPED 440: Instructional Strategies I and SPED 441: Instructional Strategies II , focusing on inclusive pedagogy, legal compliance, and data-driven instructional design.

Lynette Pretoriusمشاهده پروفایل

مدرس

• Doctoral Education
• Student Wellbeing
• AI Literacy
• +۱۶ مورد دیگر

Dr Lynette Pretorius is a Lecturer at Monash University's School of Curriculum Teaching & Inclusive Education, where she has established herself as an award-winning educator and researcher. With extensive experience teaching across undergraduate, postgraduate, and graduate research levels, she supervises PhD students while weaving together interdisciplinary expertise to create inclusive and transformative learning environments. Her work spans multiple academic contexts while maintaining a consistent focus on compassionate, equitable education. Dr Pretorius's research centers on doctoral education, academic identity, student wellbeing, and AI literacy, with particular emphasis on creating more just and creative academic spaces. Drawing from autoethnography and qualitative methodologies, her work interlaces personal narratives with institutional systems to understand how lived experiences and academic structures shape one another. She champions pedagogies of care that prioritize wellbeing, justice, and student growth through reflexive, relational ethics and methodological transparency. Her recent publications reveal a growing focus on AI literacy in higher education, with multiple 2024-2025 works developing frameworks for responsible AI use, examining AI's decolonial potential, and exploring how generative AI transforms academic communication and research practices. Alongside this emerging AI focus, her longstanding work on doctoral education continues through writing groups, wellbeing research, and investigations into academic identity formation. Dr Pretorius has received significant recognition for her contributions, including: Dean's Award for Teaching Excellence (2022) Global Impact Grant (Student Success) (2022) Senior Fellow, Higher Education Academy (2021) Dean's Citation for Outstanding Contribution to Student Learning (2019) Dean's Award for Programs that Enhance Learning (2019) Her research leadership extends to multiple funded projects including 'Behind the Academic Curtain: Doctoral Students and the Hidden Rules of Academia' (2025-2026) and 'Learning about Academic Publishing through Collaborative Online International Learning' (2024-2025). She actively supervises doctoral students and has developed innovative approaches to research and teaching, particularly through her work on doctoral writing groups as transformative spaces. Dr Pretorius maintains a strong public scholarly presence through her Scholar's Way Blog, University Study Made Easy YouTube Channel, and the AI Literacy Lab. These platforms extend her research impact beyond traditional academic boundaries, reaching broader educational communities and providing practical resources for students and educators navigating contemporary academic challenges.

Jack Peltzمشاهده پروفایل

استادیار

• Developmental Psychopathology
• Sleep Research
• Family Systems
• +۲ مورد دیگر

Jack Peltz, PhD, serves as an Assistant Professor in the Department of Psychology, Philosophy, and Neuroscience Programs at the State University of New York at Brockport. His academic career focuses on the intersection of developmental psychopathology, sleep science, and family systems dynamics, with particular emphasis on adolescent and college-age populations. His educational background includes: PhD in Clinical Psychology (Concentration: Developmental Psychopathology; Certificate: Quantitative Methods), University of Rochester, 2013 MA in Clinical Psychology, University of Rochester, 2010 MA in Child Development (Concentration: Clinical and Developmental Psychology), Tufts University, 2007 BA in Japanese, Middlebury College, 1996 Dr. Peltz's research program centers on developmental psychopathology and sleep regulation , investigating bidirectional relationships between sleep disturbances and family functioning. As a clinical psychologist specializing in behavioral sleep health for children and families, he develops community-based interventions to promote sleep hygiene. His work uniquely bridges quantitative methodology with clinical applications, examining how economic stressors, social media influences, and developmental transitions impact sleep-wake patterns. Analysis of his recent publications (2023-2025) reveals three dominant research trajectories: (1) sleep as a mediator between adverse childhood experiences and psychological outcomes, (2) technology-mediated sleep disruptions (including wearable devices and social media), and (3) developmental transitions (puberty, college entry) affecting sleep-family dynamics. His methodological approach combines longitudinal designs, ambulatory EEG, and mixed-methods analysis to capture real-time sleep-family interactions across diverse populations including youth with visual impairments.

James A. Davisمشاهده پروفایل

استاد

• Musicology
• American Civil War Music
• Music History Pedagogy
• +۳ مورد دیگر

James A. Davis serves as Professor of Musicology and Chair of the Music History Area at the School of Music, State University of New York at Fredonia. He holds a PhD in music history and theory from Boston University, following an MM in composition from the University of Texas and a BS in Music from the University of Colorado at Denver with emphasis in scoring and arranging. Davis's scholarly work centers on the music and musicians of the American Civil War, with significant contributions to understanding Civil War-era music, patriotism in songs, military bands, and musical expression during this historical period. His research extends to music history pedagogy, American popular music of the 19th and 20th centuries, and the history of bands. His teaching interests include American Music, 18th- and 19th-century concert music, the history of popular music, and music history pedagogy. His publications reveal a consistent focus on Civil War music, with recent articles examining topics like "Old 100th" hymns, Civil War bandsmen and humor, patriotism in songs, and the role of dance during the war. His scholarly output demonstrates both chronological depth in historical research and contemporary relevance in music pedagogy approaches. Davis has presented papers at major academic conferences including the American Musicological Society, Society for American Music, College Music Society, Society for Ethnomusicology, Society for Military History, Music Library Association, and American Culture Association. He serves as the founding Editor for The Teaching of Music History Series with Routledge. His research appears in prestigious journals including American Music, College Music Symposium, Journal of Military History, Journal of Band Research, and Journal of American Culture, as well as pedagogical journals like International Journal of Teaching and Learning in Higher Education and Philosophy of Music Education Review.